Module 6: Sample Lesson Plans in Science - · PDF fileModule 6 Sample Lesson Plans in Science...

Module 6 Sample Lesson Plans in Science

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Module 6: Sample Lesson Plans in Science

Users:

All personnel at the school level

Objectives of this Module:

Module 6 provides CL and teachers with sample lesson plans for challenging topics in Science.These sample lesso n plans can be u sed or modified for SBI/CBI demonstration less ons.

All the sample lesson plans are in accordance with the Ministry of Education (MOE) Teaching Syllabus for Integrated Science (Primary 4-6).

The mo dule also p rovides concise explanation of what challenging topics are at the beginning of the module.

The module has sample lesson plans on some selected topics. Sample lesson plans have been prepare d on topics such as; “Properties of Soil” and “Characteristics of Water and Other Liquids ”, looking at and

. On the other hand, the other topics; “Rusting”, “Production of Sound” and “Properties of Air” are covered by L and only. Below is a brief explanation a bout them.

consists of introduction , objectiv es of the topic and the lesson and R.P.K.. “Introductio n” illustrates the importance and relevance of the lesson to real life. All the “objectives”are taken from the syllabus. “R.P.K.” states relevant previo us knowledge that pupils are expected to have.

(sometimes also called lesson notes) is a written down approach to the teaching of a particular topic. This written down approach is sequential and directs the teacher in his/her teaching activit ies. A well planed lesson helps the teacher to teach with confidence. The format of the lesson plan is the same as t he stan dard lesson plan that GES appr oves.

The sample lesson plans on “Properties of Soil” and “Characteristics of Water and Other Liquids”also contain “lesson plan with teaching hints” on the next page of the standard lesson plan. The lesson plan with teaching hints is the same as the standard lesson plan on the previ ous page except for the speech blobs (rounded rectangular shapes) on the lesson plan. The speech blobs suggest where each of the teaching hints can be used.

provide suggested teaching approaches. It is designed that each of the teaching hints elaborates how to deliver a particular teaching activity (e.g. Introduction, Activity 1,2…) in the developme nt of a lesson. Because many of these teaching activities are linked with the core points of the lesson, successful delivery of the teaching activi ty should lead to a sound understandi ng of the core points.

The teaching hints deal mainly with general teaching approaches and questioning skills for particular teaching activit ies. The general teaching approaches describe how the teacher can lead pupils to the core points through the activities. When the activity is an experiment, the teaching approach explains how to conduct the experiment, paying special attention to the process skills of Science. The questioning skills should also help the teacher to lead pupils to reach a good understandi ng of the core points. It is recommen ded that teachers develop better teaching approaches and questions for the lesson and other lessons once they get the ideas that the teaching hints discusse d/presented.

shows a suggested chalkboa rd plan. Well-organised chalkboard helps pupils

Lesson Overview, Lesson Plan, Teaching Hints, Use of Chalkboard Engl ish as a Tea ching Tool

esson P lan English as a Teaching Tool

Lesson Overview

Lesson Plan

Teaching Hints

Use of Chalkboard


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understand what they are learning in the lesson. Teachers need to consider ho w to use and organise the chalkboa rd. This part can help them conside r and im prove upon the way they plan the use of the chalkboa rd.

The section suggests effective use of English language in the Science lessons. The section gives examples of English that can be used in particular activities. By using the actual content of the sample lessons, it helps pupils to understand Science content better. It should be noted that a section of Module 4 highlights the use of English languag e as a teaching tool for other s ubjects, with a gene ral and rather th eoretical explanation of the use of it .

provides m ore ideas a nd activities for challenging topics in Science.

CL and teachers must be encouraged to develop their lesson plans. Once CL and teachers have become familiar with the sample lesson plans and their teaching and learning strategies, it is strongly recommen ded that CL and teachers start creating their own original lesson plans of challenging topics. C L and teachers have opportunities to develop lesso n plans o f challenging topics when preparing their SBI/CBI. Besides , CL can improve lesson plans when discussing the challenging topics with other CLs in CL Sourcebo ok Training.

Engl ish as a Teaching Tool

Appendix

Dev eloping Lesson Plans by CL a nd t eachers


1. Lesson Overview.....................................................................................................7

2. Lesson Plan.............................................................................................................9

3. Teaching Hints.......................................................................................................12

4. The Use of Chalkboard.........................................................................................18

5. English as a Teaching Tool..................................................................................19

1. Lesson Overview...................................................................................................21

2. Lesson Plan...........................................................................................................23

3. Teaching Hints.......................................................................................................27

4. The Use of Chalkboard.........................................................................................30


1. Lesson Plan...........................................................................................................32


1. Lesson Plan...........................................................................................................36


1. Lesson Plan...........................................................................................................40


1. How Does Light Travel? .......................................................................................43

2. Making a Magnet...................................................................................................44

3. The Law of Reflection...........................................................................................45

4. Simple Electrical Circuit Board.............................................................................46

5. Electrical Circuits with Bulbs in Series ................................................................47

6. Electrical Circuits with Cells in Series .................................................................48

7. Electrical Circuits with Cells in Parallel................................................................49

8. Electrical Circuits with Bulbs in Parallel ..............................................................50

9. Earthquake Model –Movement of the Plates of the Earth-................................51

10. Improvisation of Distillation Apparatus..............................................................52

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Table of Contents

Identification of Challenging Topics..........................................................................................4

Sample Lesson Plans...................................................................................................................6

Lesson 1: Primary 5 Properties of Soil................................................................................7

Lesson 2: Primary 4 Characteristics of Water and Other Liquids................................21

Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals).................32

Lesson 4: Primary 6 Production of Sound (Energy) .......................................................36

Lesson 5: Primary 4 Properties of Air ...............................................................................40

Appendix –Some Ideas for Challenging Topics–..................................................................43

Bibliography.................................................................................................................................54


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There are topics that some teachers find difficult to teach. They call such topics . Some teachers claim that the topics require subject teachers or specialists to teach them. However, with adequate preparation , teaching these topics should not be problematic. It is a matter of preparatio n. A little bit of extra effort and time to prepare a lesson makes a big difference and helps teachers to impr ove their lesson s greatly.

This section provides some useful information about challenging topics for CLs and teachers . It also helps to ide ntify challenging topics.

It is important to examine topics that teachers prefer to teach. When we understand why we prefer certain things, it becomes easier to see why we do not p refer other things. The prefer red topics and the reasons for prefer ring those topics can help us to see why some t opics are regarded as challenging.

Teachers in P rimary scho ols seem to prefer teaching some topics in Science. Some examples are:

There are some reasons why primary school teachers prefer teaching the topics listed above to others. They are sh own below.

The topics present real and familiar things. There are relevant curriculum materials and teaching/learning materials to use in lesson delivery.Local teaching and learning materials could be used.Teachers have interest in teaching topics they are conversant with. The topics len d themselves t o the use of the activity method of teaching .

The following are some examples of challenging topics in Science . These are based on opinions gathered fr om ser ving teachers at the primary sch ool level.

It seems that the reasons why teachers perceive some topics as challenging vary from teacher to teacher. However, some typical reasons are identifiable. For example, one of the reasons is that challenging topics are seen to be abstract because they are not seen in real life situat ions. Another reason can be that challenging topics lack relevant curriculum materials that teachers can use as resource materials. The following are some of the reasons some teachers gave for regarding certain topics as challenging.

Difficulty in getting Science and Environmental Studies experts to support teachers to teach the challenging topics.Lack of relevant teaching/learning materials to teach the challenging topics.Inadequate funds for purchasing s ome teaching/learning materials e.g. consuma ble materials .Some teachers’ level of i nterest in Science an d Enviro nmental Studies .The problem of teachers who lack content knowledge in Science and skills to handle Science and Envir onmental Studies.Inadequate p reparation by the teachers .

Identification of Challenging Topics

Introduction

Preferred Topics

Challenging Topics in Science

challenging topics

Food, Plants, Anima ls, the Family and the Co mmunity

Earthquakes, Formation of Clouds, Forces, Electrica l Circuits , Constraints to Healthy Living: HIV/AIDS, Body Framework of Mammals, Magnets and non-magnets, Reflection of Light, Dispersa l of Fruit and Seed, Pollination and Fertilization in Plants

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Inadequate practical lessons in pre -service training at colle ges due to the emphasis on passing of examination.

The challenging topics are seen to be abstract in nature. Besides, there are no teaching/learning materials and relevant cur riculum materials to su pport teachers to teach such topics. Some teachers use inappr opriate teaching methodology, and large class size makes the use of the activity method of teaching difficult.

These pr oblems can be overcome by adopting goo d strategies in the teaching/learning processes.

The fundamental principle that underlies the INSET programme is that teachers learn effectively through sharing implementation and discussion of a lesson with their colleagues. Thus, the CL and teachers should utilise the opportunities for lesson implementation and post -lesson discussio n at SBI/CBI and CL Sourceb ook Training to treat challenging topics.

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Summary


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Sample Lesson Plans

Lesson 1: Properties of Soil (Primary 5)

1. Lesson Overview

2. Lesson Plan

3. Teaching Hints

4. The Use of Chalkboard

5. English as a Teaching Tool

Lesson 2: Characteristics of Water and Other Liquids (Primary 4)

1. Lesson Overview

2. Lesson Plan

3. Teaching Hints



Lesson 3: Rusting (Primary 6)

1. Lesson Plan


Lesson 4: Production of Sound (Primary 6)

1. Lesson Plan


Lesson 5: Properties of Air (Primary 4)

1. Lesson Plan



1. Lesson Overview

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Soils are very common in our environment. Pupils see different kinds of soil on their way to school. Many pupils have played with soil at some stage in their growth/develo pment, touching and feeling them with their hands. Some of them know that soils su pport plants an d can be used in building houses and roads (taught in Primary 4). Fr om these experiences, it is obvi ous that soils are reaso nably familiar things to the pupils; however, many pupils do not pay particular attention to its characterist ics. It is important to know about the characteristics of soil because it often determine s which soil is more prefera ble for a specific use. For example, some particular kinds of soil are useful fo r growing certain types of cr ops. Having a good unders tanding of the cha racteristics of soil is very helpful for farming.

In this lesson on Properties of Soil, pupils are expected to obser ve and classify different types of soil. They are to consider the uses of soil in our everyday life, and then explore which soils are best for variou s crops.

The teacher can organise group activities depending o n the class size and the nature of the activities.

The teacher should move around in the class when pupils are working on the activities, spending ample time with them and paying attention to them .

The pupil will

acquire basic knowledge ab out soil.acquire skills in co ntrolling soil erosion .understand the imp ortance of soil in crop production.

By the end o f the less on, pupils will be able to:

determine at least two diffe rences amo ng loamy, sa ndy an d clayey soils.demonstrate the water h olding capacity of loamy, sa ndy and clayey soils.

This topic (properties of soil) is found in Unit 2 of the primary 5 syllabus. It deals with how a sample of soil can retain water or allow water to pass through it. The units that pupils learn before and after this unit are shown in Table 1. The table also indicates the place of the topic, Properties of Soil,

.

Class Unit

Primary 4 Unit 1:Composit ion and uses of soil

Primary 5

Unit 1: Types of soil

Unit 3: Soil erosi on – causes, effects and control

Primary 6Unit 1: Land degradation

Unit 2: Soil fertility

Lesson 1: Primary 5 Properties of Soil

Table 1: Class and Unit That This Topic Can Be Found

Introd uction

Gen eral Obje ctives of the Topic (S oil in Primary 5)

Spe cific Objec tives of the Le sson (Pro per ties of Soil)

in bold

Unit 2: Properties of soil

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Pupils are familiar with the type of soil in the school garde n.

In Primary 4, p upils ha ve already learnt the f ollowing:

Soil is made up of particles of sto ne and other materials like dead plants, a nimals and air.Soil sup ports plants.Soil is usef ul in crop production.It can also be used in building houses an d roads.Soil can be used in making pots, bowls and ovens.

In Primary 5 in previous lesso ns, pupils ha ve already learnt the f ollowing.

Soil can be gr ouped into sandy, clayey and loamy.

However, a teacher should not assume that all pupils in the class have a good understandi ng of the abo ve becau se they have previously learnt them. It is always important to pay enough attention to the in dividual needs of the pupils.

Relevant Previous Kn owledg e (R.P.K.)

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Integrated Science 1. Primary Integrated Science Syllabus pp. 38-39Primary5 2. Primary Integrated Science Pupils’ Book (Gyang, et al.) pp.48-49

DAY/DATE/

DURATION

TOPIC/

SUB-TOPICR.P.K./ OBJECTIVES

TEACHING/LEARNING MATERIALS

TEACHER/LEARNER ACTIVITIESTLMS CORE POINTS

EVALUATION/

EXERCISE

Wednesday2nd of Oct2007

60 MINS

Types of Soil.

Properties of Soil

Pupils are familiar with the type of soil in the school garden.

By the end of the lesson pupil will be able to:

determine twodifferences in loamy, sandy and clayey soils.demonstrate the water holding capacity of loamy, sandy and clayey soils.

Short talk or discussion about real life experiences related to water holding capacity. (e.g.: erosion of sports grounds of theschool )Through question and answer method, pupils state the types of soil near their houses and in the school garden.

Pupils touch/feel and describe the soil samples in terms of colour, texture and particle size, and record their observations in a table.

Using the same type of soil samples, pupils find out if the different types of soil allow water to pass through them at the same rate.Let the group leaders read out their observations and discuss their groups’ findings with the class.For the instructions, refer to worksheet or teaching approach on an attached paper.

:Discuss with pupils which soil type will be best for planting tomatoes in the school garden or their gardens at home (Note that different kinds of plants also determine suitable soil type.)

loamy, sandy and clayey soils

funnels, cotton wool, empty transparent plastic containers, water, cupsand sticks

Sandy soil has larger particles and is brownish in colour. It feels very rough between the fingers. Clayey soil has smaller particles and is whitish or brownish in colour depending on its location. It feels very smooth and has medium size particles. Loamy soil is dark in colour. Its particle size is smaller than sandy soil particles, but not as small as clay soil particles.

Different soils allow water to drain through them at different rates. Sandy soil allows water to pass through it easily. Loamy soil allows water to pass through it better than clayey soil.

Loamy soil is suitable for growing tomatoes.

What type of soil is in the school garden?What type of soil is on the school compound?What is the colour of the soil in the school garden?

There are 3 main typesof soil.Which soil type will dry up more quickly and why?Which soil would be best for growing crops in the school garden and why?

2. Lesson Plan

PROPERTIES OF SOIL

WEEDENDING:SUBJECT: REFERENCES:CLASS:

TOPIC:

SUB-TOPIC:

R.P.K.:

OBJECTIVES:

INTRODUCTION:

ACTIVITY 1:

ACTIVITY 2:

CLOSURE

CORE POINT 1:

CORE POINT 2:

APPLICATION:

ORAL QUESTIONS:

WRITTEN QUESTIONS:

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The lesson plan below shows speech blobs (rounded rectangular shapes) that indicate hints for teaching the various stages. The hints for teaching deal with specific skills for less on delivery and they are explained in detail in the follo wing pages. The position o f each speech bl ob suggests where each one of the hints can be used. Also refer to the same less on plan on the previous page.

DAY/DATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S

TEACHING/ LEARNING MATERIALS

TEACHER/LEARNER AC TIVITIESTLMS CORE POINT S

EVALUATION/

EXERCI SE

Wednesday

2nd of Oct.2007

60 MINS

Types of Soil .

Properties of Soil.

Pupils are familiar with the type of soil in the school garden.

By the end of the lesson pupil will be able to:

determine twodifference s in loamy, sandy and clayey soils.demonstrate the water holding capacit y of loamy, sandy and clayey soils.

Short talk or discussion about real life experiences related to water holding capacity. (e.g.: erosion of sports grounds of the school )Through question and answer method , pupils state the types of soil near th eir houses an d in the school garden.

Pupils touch/feel an d describe the soil samples in terms of colour, texture, and particle size and record their observations in a ta ble.

Using the same type of soil samples, pupils find out if the different types of soil allow water to pass through them at th e same rate.Let the group leaders read out their obser vations and discuss their groups’ findin gs with t he class. For the instructions, refer to worksheet or teaching approach on an attached paper.

:Discuss with pupils which soil type will be best for planting tomatoes in the school garden or their gardensat home (Note that differe nt kinds of plants also determine the most suitable soil ty pe.)

loamy, sandy, and clayey soils,

funnels, cotton wool, empty transpare nt plastic containers, water, cups and sticks

Sandy soil has larger particles and is brownish in colour. It feels very rough between the fingers. Clayey soil has smaller particles and is whitish or brownish in colour depending on its location. It feels very smooth and has medium size particles. Loamy soil is dark in colour. Its particle size is smaller than sandy soil particles, but not as small as clay soil particles.

Different soils allow water to drain through them at differe nt rates.Sandy soil allows water to pass through it easil y.Loamy soil allows water to pass through it better than clayey soil.


What type of soil is in the school garden?What type of soil is on the school compound?What is the colour of the soil in the school garde n?

There are 3 main typesof soil.Which soil type will dry up more quickl y and why?Which soil would be best for growing crops in the school garden and why?

Lesson Plan with Hints

TOPIC:

SUB-TOPIC:

R.P.K.:

OBJECTIVES:

INTRODUCTIO N:

ACTIVITY 1:

ACTIVITY 2:

CLOSURE

CORE POINT 1:

CORE POINT 2:

APPLICATION:

ORAL QUES TIONS:

WRITT EN QUESTIONS:

Hints fo r Introducti on

Hints fo r Activit y 1


Hints fo r Closure

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Experiment : To Investigate How Different Soils Hold Water

What you need: three pieces of cloth, three samples of soil, three sieves, three equal quantities of water, three containers, a clock or timer.

Step 1 Put a piece of cloth in a sieve. Do the same with two other sieves.

Step 2 Put each sieve at the mouth of a container.

Step 3 Label the sieves A, B and C.

Step 4 Put some sand on sieve A.

Step 5 Put the same quantity of clay on sieve B.

Step 6 Put the same quantity of loam on sieve C.

Step 7 Pour the same amount of water onto each sieve.

Step 8 Note the time. After 3 minutes, observe which type of set-up has most water in the sieve and which type of set-up has most water in the container.

Step 9 Record your findings in the table below.

Clay

Sand

Loam

Worksheet for activity 2

Type of Soil What happened to the water after 3 minutes?

Results of the Experiment


3. Teaching Hints

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The discussion that follows is the suggested teaching approaches for presenting the lesson whose lesson plan can be found on the previous pages.

In the introduction, a teacher can use any (or all) of the approaches below.

a) questions that review pupils’ R.P.K. Examples

b) questions that relate the lesson to real life situations. Example

Note: Different crops do well in different soils so any soil type mentioned should be supported with the appropriate crops. e.g. sandy soil – shallot/onions; humus- pepper.

Activity 1 is linked with Core Point 1. Hints for Activity 1 lead to a good understanding of Core Point 1.

(of Activity 1): Sandy soil has larger particles and is brownish in colour. It feels very rough between the fingers. Clayey soil has smaller particles and is whitish in colour. It feels very smooth and has small size particles. Loamy soil has particles with a mixture of sizes and is black in colour.

An approach to Activity 1 is shown below as an example.

1. Three soil samples (sandy, clayey and loamy soils) are needed for this activity and they can be obtained from the school garden and the neighborhood.

2. In groups, pupils examine the samples carefully.3. Pupils touch/feel and describe the colour, particle size and texture of the three samples of soils.4. Pupils record their observations in Table 2.5. Discuss pupils’ observations and classify the soil types according to the size of particles and

texture.

T) “Name the types of soil you know?”T) “How many types of soil are there in the school?”T)”Name the types of soil in the school garden.” T)”What types of soil are there in the school garden?”

T) “Which soil/land is the best for farming?”

Hints for Introduction

Questioning Skills for Introduction

Hints for Activity 1

Core Point 1

Approach to Activity 1 (for Core Point 1):


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Type of soil Colour Size of particles Feel or texture

Sandy

Clayey

Loamy

In Activity 1, pupils have opportunity to make their own observations. A teacher should use questions that elicit the observations pupils have made. (See Module 4 General Pedagogy: 2.5 “Questioning Skills” forfurther explanation.)

Examples

Activity 2 is linked with Core Point 2. Hints for Activity 2 lead to a good understanding of Core Point 2.

of Activity 2): Different soils do not allow water to drain through them at the same rate. Sandy soil allows water to pass through it easily. Loamy soil allows water to pass through it better than clayey soil.

An approach to Activity 2 is shown below as an example.

1. Using the soil samples, pupils find out if the different types of soil allow water to pass through them at the same rate.

2. Let pupils predict what would happen to the water in the three types of soils (Pupils can be asked to write it down).

3. Pupils or group leaders present their predictions to the class. (Teacher writes them on chalkboard).

4. Carry out the experiment (Either teacher-led demonstration or group activity, depending on availability of the apparatus and time).

5. As a group, pupils record the results on the board or in their exercise books.6. Pupils share the results with members of other groups.7. Discuss them in class, comparing them with the predictions pupils made before the experiment.

T) “What is the colour of this soil?”T) “How does it feel when you touch the soil?”T) “How will you describe the texture of clay?”T) “How big is the size of the soil particles?”T) “How different is sand from clay?”

Table 2: Properties of Soil Types

Questioning Skills for Activity 1

Hints for Activity 2

Core Point 2 (

Approach to Activity 2 (for Core Point 2)


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Resources:

3 different transparent containers of equal size (beakers/ plastic bottles/ glasses)Samples of sandy, clayey and loamy soils (which are locally available.)Filter paper/a piece of paper/ cotton wool3 funnelsA clock/stop watch/wrist-watch

When filter paper is not available, we can improvise it. Instead of filter paper, we can use cotton wool or a piece of tissue from toilet roll.

Preparation of Teaching and Learning Materials for the lesson

Steps to follow:

1.Fold the filter paper as shown.

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When funnels and beakers are not available, other materials can be used, catering for the same purpose. A teacher can improvise them. One example, which uses empty plastic bottles, is shown below.

2. Set up the apparatus.


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In Activity 2, pupils are given the opportunity to carry out an experiment that focuses on . This activity allows a teacher to use a variety of questions, including high order questions, such as analysis, synthesis and application questions.

The teacher can also highlight some of the process skills in this activity, asking questions that are related to process skills. Examples of these questions and process skills are shown below. (See Module 4: 2.3

for further explanation.)

Examples

Closure is linked with Application.

: Loamy soil is suitable for growing tomatoes.

An approach to closure is shown below as an example.

1. Having obtained the findings that pupils got from Activity 2, pupils discuss the soil type that retains water most.

2. A teacher asks which soil is best for growing crops.3. The teacher guides the pupils through the information to discover that crops need just sufficient

amount of water. It should neither be too little nor too much. 4. Through a discussion on which soil is best for growing crops, let pupils synthesise both the

information that they obtained from the activity and the information their teacher has just given.5. After pupils come to a conclusion, teacher asks if the type of soil in the school garden is suitable

for growing crops.6. Encourage pupils to suggest the types of soil that would be best or suitable for planting a local

crop.

“What is likely to happen?” Predicting

“Which type of soil is likely to hold water the longest?” Predicting

“Why will the clayey soil hold water longest?” Hypothesising

“How will you group the soils?” Classifying

“What will you need to make this experiment fair?” Handling apparatus

“How would you do it?” Designing

“What will you measure?” Measuring

Questioning Skills for Activity 2(Core Point 2)

discovery

Hints for Closure

Application

Approach to Closure

Question Process Skill

Good Practices (Science), Generic/Process Skills and Science


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A teacher can use the following questio ns for summing up the lesson. Example s

The smaller the particles of soil, the greater the total surface area of the particles on which the water can collect. The f urther apart the particles, the mo re easily water passes thr ough.

Clayey soil has very smal l particles and holds water better than sandy and loamy soils, but it tends to become waterlogged and develops cracks when dry.

Sandy s oil holds little water because it has large spaces between its particles.

Loamy soil holds water well. It does not become waterlogged. Humus also increases the water holding a bility of soils.

“What have you found? ” Evaluating

“How do you compare t he results? ” Discussing

“What mig ht be said about the relationship between

water holding capacity and size of participles of

soil?”

Generalising

“How will you tell your friends about today’s

finding?”Communicating

Ques tioning Sk ills for Closure and Appl ication

Relat ed In form ation

“The abi lity of soi l to hold back wat er is called the water holding (retention) capacity of the soil.”

Question Process Skill

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A sample layout of c halkboard writing is shown below.

3rd/May/06

Types of soil we can fin d in the school garden .

Examples: Sand, clay, loam a nd so on.

Types of

soil

Colour Size of

particles

Feel or

texture

Sandy

Clayey

Loamy

Sandy soil has larger particles and is brownish in colour. It feels very rough b etween the fingers. Clayey soil has s maller particles and is whitish or brownis h in colour depending on its location. It feels very smooth and has medium size particles. Loamy soil is dark in colour. Its particle size is smaller than sandy soil particles, but not as s mall as cla y soil particles.

Which soil allows water to pass through it

more easil y?

: loam y, sandy and clayey soils,

cotton wool, funnels and beakers (or empty

transpare nt plastic containers ), water, cups, sticks

To find out if the different types of soil allow

water to pass through th em at th e same rate.

Clay allows water to pass through it faster than others.There is no differen ce. They are all the

same.Water passes through sand at the fastest

rate.Differ ent soils do not allow water to drain through them at th e same rate.

Clay

Sand

Loam

Allow water to pass through them at different rates. Sandy soil allows water to pass through it easil y. Loamy soil allows water to pass through it better tha n clayey soil.

Clayey soil retains water most while loamy soil holds sufficient

water for plant growth.



Properties of Soil

Activ ity 1: Prop erties of Soi l

Activity 2:

Materia ls (TLMs)

Aim:

Set-up:

Predictions:

Group A:

Group B:

Group C:

Group D:

Result:

Type of Soil What happened to the water after 3

minutes?

Con clusion (of activ ity 2):

Application and Concl usion:

Exercise:

Table: Results of the Experiment



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In the first activity of this lesson, the pupils have to describe the feel or texture of the three soil samples. The p upils will be able to describe the soils in their local language. The teacher can help the pupils to learn s ome English wo rds to desc ribe the differences.

The following desc riptive wo rds will be help ful:

small grains

smooth

sticky (grains stick together )

You can make it into a ball

bigger grains

rough

You can pour it

It runs through your fingers

crumbly

loose

a mixture of textures

bigger and smaller pieces together

In this lesson the pupils are asked to write down what they think will happen before they do the experiment . After the teacher has expla ined the experiment she should give the pupilssome ideas an d some words to help them. For example the teacher can say:

Encourage the p upils to explain their ideas fully using the following sentence structu res:

It is important for the teacher to give clear instructions for the pupils to follow, using phrases which they have hear d before so that they become familiar with w hat they are expected to d o.

For example:

Give a clear ti tle which t ells the pupils w hat they are going to be studying.Tell the pupils w hat equi pment is needed for the experiment .Make the instructions brief, in sim ple steps an d in clear English.

Each of these p oints will also provide a list of vocabulary items to help pupils with their w riting.

I think ……… because ………. .

First it will ……… and the n it will ….…….

In the sand I saw ………. but in the clay I saw …

(a) Activ ity 1:

clay sand loam

(b) Activity 2:

“Do you think it will be the same for each type of soil? What will be different? Will the water pass through one type of soil quickly and move thr ough another type of soil more slowly? Now I want you to write down some sentences to say what you think will happen in this experimen t. Here are some words th at you can use in y our writing” e .g. Fast, slowly, q uickly, holds, doesn’t hold.

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20

The experiment could be written on the blackboard for the pu pils to copy into their exercise book (see below) .

Experiment : To Investigate How Different Soils Hold Water

What you need: three pieces of cloth , three sam ples of soil, three sieves, three equal qua ntities of water, three co ntainers, a clock or timer .

Step 1 Put a piece o f cloth in a sieve. Do the same with t wo other sieves.

Step 2 Put each sieve at the m outh of a container.

Step 3 Label the sieves A, B and C .

Step 4 Put some sand on sieve A .

Step 5 Put the same quantity of clay on sieve B .

Step 6 Put the same quantity of loam o n sieve C .

Step 7 Pour the same am ount of water onto each sieve .

Step 8 Note the time. After 3 minutes, observe which type of set-up has most water in the sieve and which type of set -up has most water i n the co ntainer.

Step 9 Record yo ur findings in the table belo w.

Clay

Sand

Loam

Table 3: Results of the Experiment

Type of Soil What happened to the water after 3 min utes?


1. Lesson Overview

21

Water is the most common liquid in the wo rld. We drink it, wash in it and do many things with it. In many ways water controls our lives. It determines where we can live and whethe r we can grow crops for fo od and also determines which weather we have. All living things use water- plants, animals and people. About 2/3(70%) of the human body is made up of water. The body needs about 2 litres of water every day. It replaces the water that is lost through sweat, urine and breathing. Water is more important than food (you can survive between 5 to 10 days only without water but can do for 50 to 60 days even without food if you have water). Water is a compo und with chemical formula H2O (2 Hydrogen atoms an d 1 Oxygen atom).

The pupil will:

recognise vario us sources of water.relate water to other liq uids.appreciate the impo rtance of water.understand the dangers ass ociated with polluting water bo dies.

By the end o f the less on, pupils will be able to:

identify water fr om other liq uids.compare water to s ome other liq uids.

This topic (Characteristics of Water and other Liquids) is found in Unit 2 of the primary 4 syllabus. The units that pupils learn before and after this unit are shown in Table 4. The table also indicates place of the t opic, Characteristics of Water and other Liquids, .

Class Unit

Unit 1:Sources of water

Unit 3: Uses of water

Unit 4: Water pollution

Primary 5

Unit 1: Pur ificatio n of water

Unit 2: Water as a solvent

Unit 3: Water cycle

Lesson 2: Primary 4 Characteristics of Water and Other Liquids

Table 4: Class and Unit That This Topic Can Be Found

Introd uction

Gen eral Obje ctives of the topic (Water in pr imary 4)

Spe cific Objec tives of the lesson (Characterist ics of water and oth er l iqu ids)

in bold

Prima ry 4Unit 2: Characterist ics of water and other liquids

−−−−

−−


22

Pupils u se water an d other liq uids (e.g. kerosene and fruit juice) in their e veryday activities.

In Primary 4, p upils ha ve learnt that:

Water may be obtained from rivers, taps, wells, lakes, lagoo ns, streams, rain and the sea.Water may contain different kinds of impurities.

However, the teacher should not assume that all pupils in the class have a good understandi ng of the above. It is always important to pay enough attention to indivi dual nee ds of pupils.

Relevant Previous Kn owledg e (R.P.K.)

−−

23

Integrated Science 1. Primary Sch ool Integrated Science S yllabus p .9Primary 4 2. Primary Integrated Science P upils’ Book 4 (Wiredu, M.B., et al.) pp . 94-97

DAY/DATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S



EVALUATION/

EXERCISE

Wednesday

1st of Oct.

2007

30 MINS

Water and Other Liquids

Characteristics of Water and Other Liquids

Pupils use water and other liquids in their everyday activities.

By the end of the lesson, pupil will be able to:

- identif y water from other liquids.

- state at least 2 difference s between water and other liquids.

Lesson is i ntroduced through Q a nd A, for exam ple,

“What kind of liquid do you use in makin g stew?”

“Do all liquids have t aste, sm ell and colour ?”

: Group activity

In groups, pupils compar e the liquids, looking at the differenc es in colour, smell and texture (thick/thin). Complete the t able.

Colour Smell Texture

Liquid With

colour

Without

colour

With

smell

Witho

ut

smell

Thick Thin

Water

Cooking

oil

Orange

Juice

Kerosene

Water, orange juice, kerosene, cooking oil, e.g. palm oil intranspare nt bottles with lids

Some liquids have colour. (e.g. Orange juice)

Others have taste and smell.(e.g. Kerosene)

Pure water is colourless, odour less and tasteless.

State 2 difference s between water and cooking oil.

Which liquid has colour: kerosene or orange juice?

Water flows more slowly than cooking oil. True or False?

2. Lesson Plan

CARACTERISTICS O F WATER AND OTHER LIQUID S

WE EDENDING :SUB JECT: REFEREN CES:CLASS:

TOPIC:

SUB-TOPIC:

R.P.K:

OBJECTIVES :

INTRODUCTIO N:

ACTIVITY 1 CORE POINT 1:

24

DAY/DATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S



EVALUATION/

EXERCI SE

Demonstration

The teacher and pupils use TLMs to demonstrate an activit y to find outwhich liquid pours more easil y than others .

Proced ure:

1. Obtain two identical plastic bottles an d place a funnel on e ach. 2. Mark each bottle equall y.3. Measure some water and pour it into one of the bott les through

the funnel. 4. Time it a nd check how long it ta kes to reac h the mark.5. Repeat th e activit y with the cooking oil.6. Copy and complete th e table .

Summarise the lesson and ask pupils the following question, “You got water from a borehole in your neighborhood. How would the water be different from water from a river or muddy pond?”

Does it flow

fast or slow ?

How does it feel

between your

fingers?Liquid

Time it ta kes to

reach the mark

(In seconds)Fast Slow Thick Thin

Water

Cooking

Oil

stopwatch, rulers, marker, pen and funnel

Some liquids flow more slowly than others. Cooking oil flows more slowly tha n water.

Borehole water is always clean and clearer while water from c ertain rivers and muddy ponds is dirty and coloured.

ACTIVITY 2:

CLOSURE:

CORE POINT 2:

APPLICATION:

25

The lesson Plan below has speech blobs (rounded rectangular shapes) that show hints for teaching approaches. The hints for teaching approaches deal with specific skills of lesson delivery and they are explained in detail in the following pages. The position of each balloon indicates where each one of the hints can be used. Also re fer to the same lesso n plan on the previous pages.

DAY/DATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S

TEACHING/LEARNING MATERIALS


EVALUATION/

EXERCI SE

Wednesday

1st of Oct.

2007

30 MINS

Water and Other Liquids

Characteristics of Water and Other Liquids

Pupils use water and other liquids in their everyday activities.


- identify water from other liquids.

- state at least 2 differences between water and other liquids.

Lesson is i ntroduced throug h Q and A, for exam ple,

“What kind of liquid do you use in makin g stew?”

“Do all liquids have t aste, sm ell and colour ?”

: Group activity

In groups, pupils compare the liquids, looking at the differen ces in colour, smell and texture (thick/thin). Complete the t able.


Liquid With

colour

Without

colour

With

smell

Witho

ut

smell

Thick Thin

Water

Cooking oil

Orange

Juice

Kerosene

Water, orange juice, kerosene, cooking oil, e.g. palm oil in transparent bottles with lids

Some liquids have colour. (e.g. Orange juice)

Others have taste and smell.(e.g. Kerosene)

Pure water is colourless, odour less and tasteless.

State 2 difference s between water and cooking oil.

Which liquid has colour: kerosene or orange juice?

Water flows more slowly than cooking oil. True or False?

Lesson Plan with Hints

TOPIC:

SUB-TOPIC:

R.P.K:

OBJECTIVES :

INTRODUCTIO N:

ACTIVITY 1 CORE POINT 1:


26

DAY/DAT

E/DURATI

ON

TOPIC/

SUB-TOP

IC

R.P.K./

OBJECTIVE S



EVALUATION/

EXERCI SE

Demonstration

The teacher and pupils use TMLs to demonstrate an activit y to find outwhich liquid pours more easil y than others .

Proced ure:

1. Obtain two identical plastic bottles an d place a funnel on e ach. 2. Mark each bottle equall y.3. Measure some water and put it into one of the bottles through the

funnel. 4. Time it a nd check how long it ta kes to reac h the mark.5. Repeat th e activit y with the cooking oil.6. Copy and complete th e table .

Summarise the lesson and ask pupils the following question. “You got water from a borehole in your neighborhood . How would the water be different from water from a river or muddy pond?”

Does it flow

fast or slow ?

How does it feel

between your

fingers?Liquid

Time it ta kes to

reach the mark

(In seconds)Fast Slow Thick Thin

Water

Cooking

Oil

stopwatch, rulers, marker, pen, and funnel.

Some liquids flow more slowly than others. Cooking oil flows more slowly than water.

Borehole water is always clean and clearer while water from certain rivers and muddy ponds is dirty and coloured.

ACTIVITY 2:

CLOSURE:

CORE POINT 2:

APPLICATION:

Also See “the Use of Chal kboard”.



3. Teaching Hints

27

Activi ty 1 is linked with Core Point 1. H ints for Activit y 1 lead to a good un derstanding of Co re Point 1.

(of Activ ity 1): Some liquids ha ve colo ur. Others have taste and smell.

An app roach to Activity 1 is shown below as an example.

Comparing liqui ds

Materia ls: 1. Water 2. Kerosene 3. Orange juice 4. Cooking oil (e.g. Palm oil) 5. Transparent bottles with lids

Proced ure: Look at the samples of different liquids .

Safety

Complete the table below.


LiquidWith

colour

Without

colour

With

smell

Without

smellThick Thin

Water

Cooking oil

Orange Juice

Kerosene

Examples

T) “Do they have colo ur or they are colo urless? ”T) “Do they smell? ”T) “Do they feel thick or thin?” (After r ubbing a little of each between yo ur fingers. )

Hints for Activit y 1

Cor e Point 1

Approa ch to Activ ity 1(for C ore Point 1 )

: Do not taste any l iqu ids unti l you are told to do so.

Ques tioning Sk ills for Activ ity 1

Table 5: Comparing Liquids


28

Activi ty 2 is linked with Core Point 2. H ints for Activit y 2 lead to a good un derstanding of Co re Point 2.

(of Activity 2) Some liquids flow more slowly than others . Cooking oil flows more slowly than water. Pure water is colourless, odourless and tasteless.

An app roach to Activity 2 is shown below as an example.

Which liquid p ours more easily?

Water, cooking oil (e.g. palm oil), plastic bottles, ruler, marker, stopwatch (a stopwatch/clock/wrist watch) and funnels

1. Obtain two identical plastic bottles and place a f unnel on each. 2. Mark each bottle equally.3. Measure some water and pour it into one of the bottles thro ugh the f unnel. 4. Time it and check how long it takes to reach the mar k.5. Repeat the activity with the cooking oil.6. Copy and complete Table 6.

Does it flow fast or slow?How does it feel between your

fingers?LiquidTime it takes to reach the

mark ( In seconds)Fast Slow Thick Thin

Water

Cooking Oil

Hints for Activit y 2

Cor e Point 2 :

Approa ch to Activ ity 2 (for Cor e Point 2 )

Materials:

Pro cedure

Table 6: Which Liquid Flows Faster?

Before conducting the experiment, pupils can make an assumption or pred iction of which liquid flows fastest and slowest, applying the res ults from Activity 1 .


29

When funnels are not available, empty plastic bottles can be used instead. An example of the construction o f the apparatu s is shown below.

Examples

Pure water is colourless, odourless (has no smell) and is tasteless. Some other liquids like kerosene, fruit juice and edible oils have col our, smell an d taste.

At atmospheric press ure, pure water:

freezes at 0is neutral to litmus.boils at 100has a maximum density of 1g/cm 3 at 4is a poor conductor of electricity (but becomes a good conductor when a small amount of an ionic com pound is diss olved in it).expands between 4 and 0 and contracts (becomes less in volume) when melting from 0 to 4 So usually solid water (ice) floats on liquid water.has a high s urface tension so that it appears to form a str ong skin on its sur face.

Water is capable of diss olving many s ubstances a nd it is there fore referred to as a .

Dissolved solids, such as salt and sugar raise the boiling point and lower the freezing point of pure water.

T) “Why must the bottles be identical?”T) “Why must the same vol ume o f each liq uid be used?”

Ques tioning Sk ills for Activ ity 2

Relat ed In form ation

universal solvent

NB :

−−−−−

−

−

℃.

℃.℃.

℃ ℃℃ ℃.

30

A sample of layout of chalkboard writing is shown below.

23rd/June/06

Water and other Li quids

2). Characteristics of water and other liquids

Comparing some liquids

Materials: water, kerosene, orange juice, cooking oil,

(transpare nt) and bottles

Water and other liquids are different. They smell

differently. Their colour s are different. Their texture (feel)

is different.

Some liquids flow more slowly tha n others.

Pure water is colo urless, odour less and tast eless.

Liquid Colour Smell Texture

Water Colourless No smell Thin

Kerosene Colourless Has smell Thin

Orange juice Orange Has smell Thin

Cooking oil Has colour Has smell Thick

(->Title of activity)

Water, cooking oil, plastic bottl es, ruler,

marker, stopwatch and funnels

1. Obtain two identical plastic bottles and place a

funnel at the mouth of each.

2. Mark each bottle equally.

3. Measure some water and pour into one of t he bottles

through the funnel.

4. Time how long it takes to reach t he mark.

5. Repeat th e activit y with the cooking oil (palm oil).

Conclusion/ t oday’s summ ary


Cooking oil flows more slowly than water


Water flows faster than cooking oil (palm oil).

Liquid

How long does

it take to reach

the mark

Does it flow

faster or

slowly?

Water

Cooking Oil

(Palm oil)


(->Title)

(->Title of activity)

(->Resour ces of the activity)

(->Result of the activity )

Activ ity 1: Activity 2: Which liquid pours more easily?

Materia ls:

Procedure:

Result:

Conclus ion

Conclus ion/today ’s summa ry

Exercise



31

The text in this lesson may be quite difficult fo r the p upils to rea d with u nderstanding. If this is so, prepare a simplified version to write on the blackboard for the pupils to read and to copy into their exercise bo oks. For example the fir st page can be re-written as follows:

Write the name of each liq uid in the first c olumn .

Make a class chart as sh own:

LiquidDoes it have

colour?

Does it have

smell?

Does it have

taste?

What is t he

texture? Is it thick

or thin?

If the p upils’ st andard of English is good t he teacher can intro duce the ne w vocabulary linked to vocabulary the p upils ha ve already learned . For example:

odourless means no smelltasteless means no tasteidentical means the same

A simple definition of the vocabulary “thick” and “thin” is given in the pupils’ book as “thick liquids flow or fill more slowly than thin liquids”. The teacher will have to discuss this concept with the pupils after they have observed the experiment because they will already be familiar with the use of this vocabulary in the context of thickness and thinness of a book or a slice of brea d, for example.

Water and other liquids are different. They smell different ly. Their colours are different. Their texture (feel) is different. The activit ies in this lesson sh ow ho w the liquids are diffe rent. You will need some different liquids – kerosene, palm oil and engine oil.

(a)

(b)

wat er words sour ces colourless

odo urless samples pure

tast eless liqu id com pa re

stop watch funn el identicalfilter ing poisonous filter pap er

−−−

32

Integrated Science 1. Primary Sch ool Integrated Science Syllabus p .9Primary 4 2. Primary Integrated Science P upils’ Book 6 (Wiredu, M.B., et al.) pp . 174-179

DAY/DATE/DURATION

TOPIC/SUB-TOPIC

R.P.K./OBJECTIVE S/

TEACHING/ LEARNING MATERIALSTEACHER/LEARNER ACTIVITIES

TLMS CORE POINT SEVALUATION/

EXERCI SE

Thursday

19th of May2007

30 MINS

Kind of

Metals

Rusting

Pupils have seen old roofing sheets that have changed colour to brown.


mention four examples of rusty objects in the environme nt.

describe the process of rusting by an experim ent.

Let pupils tell the differe nce in the colour of new and old roofing sheets.Expecte d answer: New roofing sheets look silvery and old ones look reddish-brown.

Pupils observe the clean nails and steel wool and then predict what will happen if these things are left in an ope n place for about one week . Pupils examine the old nails and steel wool for any observable changes in colour and texture. Compar e them to the cle an ones .Pupils give examples of other materials, which look like the old n ails in the environment.Pupils verify their predictions by finding out what makes iron and steel look old and brownish in colour by performing an experime nt using the procedure below.

iron nails and steel wool

The nails will change colour. The nails and steel wool will become dirty and look old.The clean nails have their original colour and texture while the old nails and steel wool have changed to a brownish and their surfaces have become rough.Examples of objects are: old vehicles, spoons , some earrings, wires, iron rods coal pots, etc.

Mention 3 examples of metallic objects.

What will happen if you leave clean nails outside the classroom for three days?

State three differe nces between the rust y nails and the new ones.

Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals)

1. Lesson Plan


TOPIC:

SUB -TOPIC :

R.P.K.:

OBJECTIVES:

INTRODUC TION:

ACTIVITY:

CORE POINT 1:

ORAL QUEST IONS:1.

2.

3.

−

−

−

−

−

−

33

Continued from the previous page.

DAY/DATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K/

OBJECTIVE S



EVALUATION/

EXERCI SE

Observation of the experim ent after a wee k

state at least two ways of preventing rusting.

1. Pour the same amoun t of cooled boiled water, oil, vinegar, salt solut ion and ordinary water into each of the five jars. Leave one jar dry.

2. Put some new iron nails and some new steel wool into all the six jars.

3. Leave the set up for about one week or more for furtherdiscussion.

4. Observe the nails and the steel wool for one week and record any changes in colour.

5. Record your observations in a ta ble like t he one below.

Jar Steel wool Iron nail

Dry

Ordinar y water

Vinegar/ lemon juice

Oil

Salt soluti on

Cooled boiled water

1. Pupils record the results of their observations in the table.

2. Teacher and pupils discuss the process of rusting using the rusty nails and steel wool as ex amples .

3. Teacher and pupils d iscuss two wa ys of prev enting rusting.

Review the lesson through questions an d answers.

“What are th e conditions n ecessary for rusting? ”

“Why do old roofing sheets appear reddish-brown?”

water, oil, salt, lemon juice or vinegar, jars, rusty nails and rust y steel wool.

Rusting is a chemical reaction. It occurs on surfaces of metals. It normally occurs when air and water act on a metal, for example, iron and wears it off to produce a reddish-brown coating known as rust.

Painting and oiling can prevent rusting .

Spoons are coated to prevent rusting.

Old roofing sheets look reddish-brown because of rust.

List four examples of objects that are in similar condition like the rust y nails.

– PROCEDURE:

After a week:

CLOSURE:

CORE POINT 2:

APPLCATION:



34

At the beginning of the lesson the pupils are asked to predict what will happen to nails and steel wool if they are left in the open. The pu pils can work in groups (e.g. of 4) to discuss their ideas. Each group can explain their prediction to the class. Then they observe the changes in some old nails and steel wool. The pu pils may have difficulty explaining their ideas in English. It is important for the teacher to encourage them and give them confidence to try to use their own words. Some pupils will find it helpful to be prompted or to answer a quest ion, which the teacher pro vides them with some clues. Also, if the teacher nee ds to co rrect the pu pil she can d o so by repeating the pupil’s incorrect sentence in the correct form rather than discouraging the pupil by saying she is wr ong. For example:

Ask the pupils to work in groups of 3-4 in which there is a child who is better in English is in each grou p.

Write some questions based on The Rusty Nail Experiment on the blackboard and ask each group to read out one question.

Activi ty 1What is likely to hap pen to the nails?What is likel y to hap pen to the steel wo ol?

Activi ty 2What did you observe? What happene d to the nails?What happene d to the steel wo ol?

Have you seen a ny rusty metal in the village?

ironnails

steel woolmachineryroof

rustyred colour

air waterprocess

Ask the pupils to think of some words to write on the Chalkboa rd as a vocabulary list to help them answer the questions about the rusty nail experiment.

(a)

Chalkboard


35

You can use a similar method as above to help the pupils complete the tasks in the text book.

Chalkboa rdWhat advice will you give your parents and friends to prevent the rusting of iron buckets at h ome?How can you prevent rusting?Can you use paint, oil or grease to prevent rusting?What is an alloy?How can zinc be used to stop rusting?

paintpaintingairwatermixed

alloycoatingiron based

The review questions provide a good opportunity for the teacher and pupils to revise and practise the English vocabulary they have learned. Pupils can complete the exercises orally and can write them in t heir exercise bo oks.

NOTE FOR TEACHERS: The methodology described for this topic can be modified to correspond with the c oncepts a nd vocabulary o f many other Science lessons .

Ask the pupils to think of some words to write on the blackboa rd as a vocabulary list to help them answer the questions about the how to prevent rusting.

(b)

(c)

36

DAY/D ATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S



EVALUATION/

EXERCI SE

Thursday

26thof Aug.

2007

60 MINS

Sound Energ y

Producti on of Sound

Pupils can beat drums to produce sound.

Pupils have learnt in P4 that sound is produced when particles of matter vibrate. The degree of sound depends on the strength with which the matter is caused to vibrate.


- demonstrate how sound is produced by vibration .

-identif y materials that can vibrate

:

Introduce the lesson through questions.

“What kind of music do you like?” “Do you know how musical instruments produce/mak e sound? ”

Call a pupil in front of the class to beat a drum for the other to listen.

Pupils place rulers at the edges of the tables and tap the free end. Ask pupils the following questions.

“Can you hear any sound from the rulers? ”

”What is m aking the sound?

“How do you describe the moveme nt of the ruler?”

1. Sprinkle sand on the drum surface and ask a pupil to beat it.

2. Ask pupils to observe carefully the moveme nt of the sand particles.

3. Guide pupils to compare the movement of the ruler and sa nd particle.

a drum

rulers

sand

Rapid moveme nt of an object back and forth is calledvibration. Vibration produces sound.

Vibration of the sand particles was caused by vibration of the drum surface.

The vibration of drum surface produces sound.

Exe.

Sound is produced by ( ).

Integrated Science 1. Primary Sch ool Integrated Science Syllabus p . 63Primary 6 2. Primary Integrated Science P upils’ Book 6 (Wiredu, M.B., et al.) pp . 148-153

Lesson 4: Primary 6 Production of Sound (Energy)

1. Lesson Plan

TOPIC:

SUB -

TOPIC:

R.P.K.:

OBJECTIVES:

INTRODUC TION

ACTIVITY 1:

ACTIVITY 2:

CORE POINT 1:


–

–

–

37


DAY/D ATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S


TEACHER/L EARNER AC TIVITIESTLMS CORE POINT S EVALUATION/ EXERC ISE

- compare the difference s in sound produced such as, high pitched sound, low pitched sound, quality of sound and noise.

The use of b ottle as musical instruments.

1. Pour different amount s of water in empty bottles.

2. Hit each bottle with a metal spoon and listen carefully to the sound each bottle mak es.

empty bottles of soft drinks, straws,water and metal spoons

When the amountsof water in the bottles are not the same, the pitch of the sound produced in each bottle will be differe nt, too.

The smaller the amount of water, the larger the volume of air and the lower the pitch becomes.

The larger the amount of water, the smaller the volume of air, the higher the pitch becomes.

Use the following words to complete the sentences below: soft, loud, instrument, bottles, objects, water , different, vibrating objects.

a) Different ( ) make ( ) sounds.

b) Some sounds are ( ). ( ) and some sounds are ( ).

ACTIVITY 3: CORE POINT 2:

38


DAY/D ATE/

DURATION

TOPIC/

SUB-TOPIC

R.P.K./

OBJECTIVE S



EVALUATION/

EXERCI SE

1. Put a straw near the mouth of the each bottle.

2. Blow some air into the bottles through the straw and adjust the position of the straw so that they can producesound.

3. Ask pupils which bottle makes high pitched sound by hitting/b y blowing?

Summarise the major points of the lesson a nd ask questions.

“Why does the trumpet produce a very high pitched sound but the trombone produces a low pitc hed sound?

Trumpet is a musical instrument that makes a very high pitched sound because of theamount of air that vibrates through it.

How do you make high pitched sound usingempty bottles and w ater?

ACTIVITY 4:

CLOSURE:

APPLICATION:



39

This lesson gives the p upils the practical experience of hearing so unds of different kin ds and learning how the sounds are made. After completing the sound experiments the teacher completes a table of the results on the blackb oard. The teacher should follow the steps below to make best use of the blackboard as a teaching and learning resource. This will also help the pupils to understand how to complete a table of res ults.

1. Tell the pupils, ‘we are goi ng to make a table of t he results of the experiment’. 2. Give the table a tit le: Production of Sound Experiment.3. Draw the table and write the hea ding in the first colum n: Amount of water in the bottle.4. Hold up the bottle that made the highest pitch sound and the bottle that made the

lowest pitch so und. Ask the p upils to describe how much water was in the two different bottles. Write “more water” and “less water” in the first column.

5. Write the headings in the second and third columns, reminding the pupils that these were the different ways they made s ound from the bottles.

6. Explain to the p upils that they are going to c omplete the ot her spaces in the table. 7. Point to the first empty space and ask the pupils to say w hich res ult we p ut there. 8. The answer is “The pitch of the sound made by hitting the bottle that contained more

water.”

High /Low High / Low

High / Low High / Low

9. Ask the pupils to listen again to the sound made by each bottle and say whether the pitch of the sound made by hitting the bottle that has mo re water is high or low

10. Repeat points 7 an d 8 for each of the other spaces to com plete the table.

Point to the first empty space and ask the pupils to say which result we put here.Answer: The pitch of the sound made

by hitting the bottle that has more water.

(a)

Pro duction o f Sound ExperimentAmount of water in eac h bottle

Pitch of the sound mad e by hit t ing th e b ottle

Pitch of the soun d mad e by blowing

More w ater

Less w ater

40

DAY/DATE/DURATION

TOPIC/SUB-TOPIC

R.P.K./ OBJECTIVES

TEACHING/ LEARNING M ATERIALSTEACHER/L EARNER ACTIVITIES

TLMS CORE POINTSEVALUATION/

EXERCISE

Start the lesson with questions that relate the topic to real life. For example, “When you want to cook fast using a coal pot, what would you do to make th e fire hotter?”

Expecte d answer: “ I will fan it.”

1. Divide the class i nto groups A a nd B each under a leader.

2. Let the pupils light candles and guess how they can keep the candles burnin g and also how they can stop it from burningwithout blow ing it off with wind.

Thursday

3rd of May

2007

60 MINS

Air

Properties of Air

Pupils have learnt that air is around us and they have used fans.


Show how air supports burning.

3. Give each group work cards containing instructions below.

4. Pupils light short candles.

5. Pupils cover lit candles with transpare nt plastic bottles and observe the result.

6. Pupils express their opinions on why the light went off when covered.

Small and short candles , transparent covers (cut plastic bottles etc.)

Air supports burning.

Continuo us supply of air keeps things burning.

:

Why did the covered candles go off?

Why did the candles with cut cover keep burning?

Integrated Science 1. Primary Sch ool Integrated Science Syllabus p . 12Primary 4 2. Primary Integrated Science P upils’ Book 4 (Wiredu, M.B., et al.) pp . 114-119

Lesson 5: Primary 4 Properties of Air

1. Lesson Plan

INTRODUC TION:

ACTIVITY 1:

TOPIC:

SUB -TOPIC:

R.P.K.:

OBJECTIVES:

CORE POINT 1:

EXERCI SE


41

DAY/DATE/DURATION

TOPIC/SUB-TOPIC

R.P.K/ OBJECTIVES

TEACHING/ LEARNING MATERIALSTEACHER/L EARNER ACTIVITIES

TLMS CORE POINTS EVALUATION/EXERCISE

Pupils light second short ca ndles.

7. Pupils cover the lit candle with the cut cover and obs erve the result

8. Pupils make assumption of what would happen to the burning candle if it is covere d with the cut plastic cover.

Do not put your finger into the flame.

Let two groups make fire in coal pots. Group A fans the fire. Group B does not fan the fire. Pupils make their observation and draw their conclusion.

Summarise silent points to end the lesson. Find out also from pupils why there are holes in box irons an d lanter ns.

transpare nt covers with a side hole (cut plastic bottles etc.)

fans, coal pots, charcoal

Fire that receives more air burnshotter.

There are holes in box irons and lanterns to allow air into them to help burning.

What will you do if food on your coal pot is not cooking fast?

Why did the fire in the coal pot for group ‘A’ burn hotter?


Safety:

ACTIVITY 2:

CLOSURE:

CORE POINT 2:

APPLICATION:



42

In the first part of this lesson the teacher may simplify the English Language used by saying “ ” or “ ”. Later in the lesson the teacher should use the correct expressio n “ ” so that the pupils become familiar with the standar d expressi on which is used in the pupils’ bo ok.

Irregular Vocab ulary plural o f “charcoal” is “charcoal” e.g. Put so me more charc oal in the c harcoal p ot.

Irregular s pelling fan - fanning stop - stopped

During the part of the lesson when the teacher conducts the experiment she should encourage the pupils to use full sentence construction to explain their ideas and to use higher order thinking. For example:

Qu. Ans.

At the end of the lesson the teacher can help the pupils to review the concept and to practise their English at the same time by giving a simple exercise as in the pupils’ book.

The exercise can be given: orally or

as a written exercise or

the exercise can be written first a nd then checked orally or

practised orally and t hen recorded in writing.

The multiple choice format helps the pupils by giving them the correct sentence structure and spelling.

(a)

(b)

(c)

air helps charcoal to burn air helps the flame of the candle to bu rnair supports burning

Why did this candle continue burning while that candle stopped burning? This candle continued to burn because it had air. So it had a fresh supply of oxygen. That candle stopped burning beca use there was no fresh air. The fl ame needs oxyge n to continue burning”


1. How Does Light Travel?

43

Styrofoam, Thread, Candle, Cardboard, Matches, Pins

1. Arrange the three pieces of cardboard together and punch a pinhole through each of them in the mid dle.

2. Arrange them standing about 50cm apart using the s tyrofoam as a stand .3. Pass a thread through all of them in order to place them in alignment on a table, and

then rem ove the thread .4. Place a lighted candle behind the first piece of cardboard “A”.5. Observe the can dle light from behind the third cardboard “C”. What do yo u see?6. Move “B” slightly out of place but keep “A” and “C” in their positions . Observe the

candle light from the third cardboard “C”.

A

B

C

1. When you a rrange th ree card boards in a line, c an you see the light fr om “C”?2. When you displace the card board “B”, can y ou observe the light fro m “C”?3. How can we see the light again from “C”?4. Explain how light travels.

If a pupil discovers and says “Light travels in a straight line.”, hail the effort and let the class applaud it.

Cardboard

Appendix –Some Ideas for Challenging Topics–

Materials :

Pro cedure :

Diagram :

Ques tion :

Con cept Developm ent :

Candle

Eye


2. Making a Magnet

44

A strong bar magnet , Iron nail(s), Iron filings/office pins , A plastic bowl , A big bowl of water

1. Stroke the nail with one end of the magnet as shown in the diagram several times. Stroke i n one direction. (R ub the magnet o n the nail repeatedly for sometime .)

2. Move the nail thro ugh the ir on filings/office pins a nd see if t hey will stick on it.3. Find the position of the rising Sun and mark the direction (E) East. Make its opposite

direction (W) West. Get the (N) North a nd (S) South as well.4. Put the magnetized nail on the plastic bowl and let it float on the bowl of water then

leave it for some time. Eventually, it wil l settle on one po sition sh owing the North an d South Poles.

1. How can you tell if the nail is magnetised?2. How will you be able to determine w hich end of the nail will be the No rth Pole?

Bar magnet

Nail

Materials :

Pro cedure :

Diagram :

Ques tions :


3. The Law of Reflection

45

Plane mirror, Optical pins , Protractor , Paper

1. Draw a h orizontal line on a s heet of paper.2. Construct a perpendicular line t o the horizontal line. This is the N ormal.3. Trace an angle of 30° to the perp endicular line and connect it with a line

segment.4. Place a plane mirror upright on the horizontal line with the reflect ing surface facing

the Normal.5. Fix two optical pins, “A” and “B”, on the line segment to represent the Incident Ray.

The Angle of Incidence is the angle between the Incident Ray and the Normal. ( Fig. a )

6. Look into the plane mirror and find the image of “A” and “B”. Fix pins “C” and “D”so that they are in line with the images of “A” and “B”. (Fig. b)

7. Measure the A ngle of Reflection an d compare it with t he Angle of Incidence.8. Repeat the activity using different a ngles of Incidence.

C

DA

Angle of ReflectionAngle ofIncidence

A

B

NormalB

Virtual image of A and B

Incident Ray

Materials :

Pro cedure :

Diagram :

Fig. bFig. a


4. Simple Electrical Circuit Board

46

A piece of wo oden board (about 24cm by 24cm) , 2 pieces of wood (1cm by 1 cm) as dry cell holder, Aluminium foil and strips, Dry cell(s), Bottle tops/match box (any suitable material which could be used as a bulb holder), Paper clips, Drawing pins , Nails, Insulated copper wire , 1 torchlight bulb

1. Nail 2 pieces of woo d to the d rawing b oard in suc h a way that they hold the d ry cell(s) tightly in place.

2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly the positive an d negative ends of the dry cell(s).

3. Make a hole in t he plastic bottle top. 4. Wind a metal strip (aluminium f oil or strips ) round the base of the bulb referring to the

diagrams.5. Let the bulb sit on a nother piece of met al strip.6. Connect one end of an insulated copper wire to the metal strip round the base of the

bulb.7. Connect the end of another insulated copper wire to the metal strip on which the bulb

sits.8. Connect the en d of one of the wires t o the p ositive end of the dry cell(s) an d the en d of

second wire to the negative end of the dry cell(s).9. Nail the bottle top with the b ulb unto the board.10. Use drawing pin s and paper clips to make a switch.11. Connect the wires to ma ke a single circuit as sho wn in the diagram.

Dry cell

Nail

Paper clip

Drawing pin

Wire

Bulb

Metal strip

Plywood

Wood

Bottle top

Materials :

Pro cedure :

Diagram s:


5. Electrical Circuits with Bulbs in Series

47

A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) asdry cell holder , Aluminium foil and strips, Dry cell(s), Bottle tops/match box (any suitable material which could be used as a bulb holder), Paper clips, Drawing pins , Nails, Insulated copper wire , 4 torchlight b ulbs

1. Nail 2 pieces of wood to the drawing boar d in such a way that they hold the dry cellstightly in place.

2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly the positive an d negative ends of the dry cells .

3. Make a hole in t he plastic bottle top. 4. Wind a metal strip (aluminium foil or strip s) round the base of the bulb .5. Let the bulb sit on a nother piece of metal strip.6. Connect one end of an insulated copper wire to the metal strip round the base of the


sits.8. Nail the bottle top s with the b ulbs unto the board.9. Use drawing pin s and paper clips to make a switch.10. Connect the wires to ma ke a circuit of bulbs in series as shown in the diagram.

Dry cell

Bulb

Switch

Materials :

Pro cedure :

Diagram :


6. Electrical Circuits with Cells in Series

48

A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) as dry cell holder, Aluminium foil and strips, 2 to 4 dry cells, 1 bottle top/match box (any suitable material which could be used as a bulb holder), Paper clips, Drawing pins , Nails, Insulated copper wire , 1 torchlight b ulb

1. Nail 2 pieces of wood to the drawing boar d in such a way that they hold the dry cellstightly in place.

2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly the positive an d negative ends of the dry cells.

3. Place the dry cells to follow each other (in series) between the pieces of wood so that the positive p ole of one is in contact with the negative pole o f the other.



sits.9. Connect the end of one of the wires to the positive end of the dry cells and the end of

second wire to the negative end of the dry cells.10. Nail the bottle top with the b ulb unto the board.11. Use drawing pin s and paper clips to make a switch.12. Connect the wires to ma ke a circuit of cells in series as shown in the diagram.

Dry cell

Bulb

Switch

Materials :

Pro cedure :

Diagram:


7. Electrical Circuits with Cells in Parallel

49

A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) asdry cell holder, Aluminium foil and strips, 2 to 4 dry cells, 1 bottle top/match box (any suitable material which could be used as a bulb holder), Paper clips, Drawing pins , Nails, Insulated copper wire , 1 torchlight b ulb

1. Nail 2 pieces of wood to the drawing board in such a way that they hold the dry cellstightly in place.

2. Place the aluminium strips at two ends of the wood making sure that they hold firmly the positive an d negative ends of the dry cells.



sits.8. Connect the end of one of the wires to the positive end of the dry cells and the end of

second wire to the negative end of the dry cells.9. Nail the bottle top with the b ulb unto the board.10. Use drawing pin s and paper clips to make a switch.11. Connect the wires to ma ke a circuit of cells in parallel as shown in the diagram.

Dry cell

Bulb

Nail

Switch

Materials :

Pro cedure :

Diagram:


8. Electrical Circuits with Bulbs in Parallel

50

A piece of wo oden board (about 24cm by 24cm) , Pieces of w ood (1cm by 1 cm) as a battery holder , Aluminium foil and strips, Dry cell(s), 2 to 4 bottle tops/match boxes (any suitable materia l which could be used as a bulb holder), Paper clip, Drawing pins , Nails, Insulated cop per wire , 2 to 4 torchlight bulbs

1. Nail 2 pieces of wood to the drawing board in such a way that they hold the dry cell(s) tightl y in place.

2. Place the aluminium strips at two ends of the wood making sure that they hold firmly the positive an d negative ends o f the dry cell(s).

3. Make a hole in t he plastic bottle top. 4. Wind a metal strip (aluminium foil or strip s) round the base of the bulb .5. Let the bulb sit on a nother piece of metal strip.6. Connect one end of an insulated copper wire to the metal strip round the base of

the bulb.7. Connect the end of another insulated copper wire to the metal strip on which the

bulb sits.8. Connect the end of one of the wires to the positive end of the dry cell(s) and the

end of second wire t o the negative end of the dry cell(s).9. Nail the bottle top with the b ulb unto the board.10. Use drawing pin s and paper clips to make a switch.11. Connect the wires to ma ke a circuit o f bulbs in parallels as show n in the diagram.

Nail

Key

Bulb

Dry cell

Materials :

Pro cedure :


9. Earthquake Model –Movement of the Plates of the Earth-

51

Foam, Plywood, Nails (about 4 inc hes)

1. Cut the plywo od into 80cm by 80cm siz e.2. Cut the foam into two strips of dimension s: Length-50cm, Breadth -20cm,

Height-20cm.3. Fix nails into plywoo d as shown in the diagram.4. Fix foam strips in between the nails suc h that the end of one stri p is in co ntact with the

end of the othe r as shown in the diagram.

An earthquake occurs when there is a crack in the earth’s crust. Serious earthquakes occur at places where one plate slides under another. When this happens, stress/tension builds up between the two plates and this causes a sudden movement.

The foam representing the Oceanic Crust is moved to the left slowly. Then stress piles up between the two foams (crusts) and this causes a sudden movement, which represents an earthqua ke.

Nail

Foams

Plywood

Continental Crust

Oceanic Crust

Sea

Materials :

Pro cedure :

Princip le and Explanation :

Diagram:


10. Improvisation of Distillation Apparatus

52

Empty coffee tins, Large Container, Small Container , Cold water, Rubber tubes of small diameter, Heating source

1. Make a hole in the lid of the coffee tin “A” a little sma ller than the diameter of the rubber tube to be used.

2. Connect the rubber tube to the hole o f the lid.3. Pour the cold water into the large r container ”B”.4. Place a smaller container “C” in the larger container “ B”.5. Put the en d of the rubber tube into the smaller container.6. Put a small quantity of water, say 25cm3, into the coffee tin “A”. 7. Heat the content of the c offee tin “A” until water boils and e vaporates.8. The vapour from tin “A” passes through the rubber tube and enters in “C”. The

temperature in container “B” (containing could water) turns the vapour into water (condensation ).

9. Collect condensed water at the base of the smaller co ntainer “C”.

If possible/applicable, use ice water or ice cubes in larger container “B”.

Coffee tin

LidRubber tube

Small container

Large containerWith cooling water

Heat source

A

C

B

Materials :

Pro cedure :

Diagram:


53


54

Curriculum Research an d Deve lopment Division (2001). . Accra: Ministry of Education.

GES-JICA Science, Technology and Mathematics Project (2004). . GES-JICA STM Project.

Ghana Education Ser vice (2003a). . Accra: GES.

Ghana Education Ser vice (2003b). . Accra: GES.

Gyang, M. et al. (20 00a). . Unimax Macmillan Ltd.

Gyang, M. et al. (20 00b). . Unimax Macmil lan Ltd.

Wiredu, M. B., et al.(200 5a). . Sedco Publishing Ltd.

Wiredu, M. B., et al.(200 5b). P . Sedco Publishing Ltd.

Bibliography

Teaching Syllabus for Integrated Science ( Primary 4-6)

Manual for the Teaching of Science an d Mathematics in B asic School

Handbook on Lesson Notes Preparation and Teaching and Learning Materia ls in Primary Schools

Handbook on the Teaching of Science and Environmental Studies in Primary Schools

Primary In tegrated Science. Pu pil’s Book 4,5,6

Primary I ntegrated Science. Teachers Book 4,5,6

Primary I ntegrated Science. P upil’s Book 4.5.6

rimary Integrated Science. Te achers B ook 4.5.6

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